School report
Tower Hill Community
Primary School
Moor Avenue, Witney, Oxfordshire, OX28 6NB
Inspection dates
7–8 May 2014
Previous inspection:
Requires improvement
3
This inspection:
Good
2
Achievement of pupils
Good
2
Quality of teaching
Good
2
Behaviour and safety of pupils
Good
2
Leadership and management
Good
2
Overall effectiveness
Summary of key findings for parents and pupils
This is a good school.
 Determined and focused leadership by the
 Pupils feel safe. They recognise how constantly
headteacher, governors and staff has resulted
using the values that they have learned about
in strong improvement since the previous
promotes strong relationships and helps build a
inspection.
positive atmosphere where everyone gets
along well.
 Teaching has improved and is now
consistently good. Some is outstanding. As a  Pupils have good attitudes to learning. They
result, all pupils achieve well.
behave well in lessons, at playtimes and
lunchtimes, and when moving about the
 Good use of information about pupils’
school. They are polite to adults and to each
progress ensures that challenge and support
other.
for these pupils are put into place quickly
when needed. As a result, the most able
 The school’s leadership, including the
pupils are now reaching their potential and
governing body, uses the information it has
pupils who fall behind quickly catch up.
about pupils’ progress to allocate resources
and ensure money is being well spent. This
includes the additional funding allocated for
the pupil premium and for sports.
It is not an outstanding school because
 Pupils do not always do their best work when  The school does not use the information it has
writing. At times, they do not remember to
about children’s learning and progress in
use the correct spelling and punctuation and
Nursery to pinpoint precisely which aspects of
their writing is not always as neat as it should
learning children are finding most difficult.
be.
 Pupils do not always make the improvements
to their work in response to teachers’ advice
and guidance.
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
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Information about this inspection
 Inspectors observed teaching in 18 lessons taught by 11 teachers. In addition, they made a
number of short visits to lessons.
 The inspectors looked at current and past information about pupils’ progress and pupils’ work in
books and on display.
 The inspectors also looked at documents relating to behaviour and safeguarding, the school’s
own assessments of its strengths and areas requiring improvement, and school improvement
planning.
 The inspectors met with small groups of pupils to talk about their learning and to find out what
they thought of the school. They heard some pupils read.
 Inspectors also met with staff and governors. The lead inspector spoke to a representative of
the local authority.
 Inspectors talked to parents informally at the start of the school day. They took into account 22
responses shown in the online questionnaire (Parent View) and also considered the school’s own
parent survey.
 The inspectors took note of 24 staff questionnaires.
Inspection team
Georgina Beasley, Lead inspector
Additional Inspector
David Wolfson
Additional Inspector
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
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Full report
Information about this school
 Tower Hill Community Primary School is smaller than an average-sized primary school.
 About two-thirds of pupils are from White British backgrounds, with the remainder from a
number of different minority ethnic backgrounds. A small number are from Gypsy Roma
backgrounds.
 A well above average proportion of pupils are known to be eligible for the pupil premium. This is
additional government funding to support pupils known to be eligible for free school meals,
those in local authority care and children with a parent in the armed services.
 The proportion of disabled pupils and those with special educational needs supported through
school action is well above average. The proportion supported at school action plus or with a
statement of special educational needs is above average.
 The school meets the government’s current floor standards which set the minimum expectations
for pupils’ progress and attainment in reading, writing and mathematics.
 The headteacher is a national leader of education and supports other local schools.
 The school manages a breakfast club and after-school club which run everyday.
What does the school need to do to improve further?
 Make sure that all staff insist that pupils follow the school’s expectations for:
remembering to spell the words that they should know correctly, using accurate punctuation
and writing neatly every time that they write
making improvements to their work in response to teachers’ advice.
 Improve the school’s systems for collecting and using the information on children’s learning and
progress in Nursery to:
pinpoint precisely aspects of learning that are weaker
ensure that as many children as possible reach the levels expected for their age before they
start the Reception class in developing their communication and language, physical and
personal, social and emotional skills.
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
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Inspection judgements
The achievement of pupils
is good
 Achievement has improved since the previous inspection. Pupils make good progress from their
starting points and achieve well. Attainment at the end of Year 6 is rising strongly and is now
above average in reading, writing and mathematics.
 Children start Nursery with abilities and skills that are generally below those expected for their
age, especially in their speaking. Although most get off to a good start in the Nursery, staff do
not always use information on progress to plan learning that supports the precise needs of the
children, especially in communication and language. Children make good progress in the
Reception class, although some do not reach the levels expected for their age in all areas of
learning.
 Disabled pupils and those who have special educational needs make good progress because of
the extra support for their learning in reading and mathematics. Some make outstanding
progress.
 Pupils read widely for pleasure and to find information for their learning in a range of subjects.
Reading in Year 1 and Year 2 has improved, and pupils use their knowledge of phonics (letters
and the sounds that they make) to work out unfamiliar words. This helps them to gain a clear
sense of what they are reading.
 The most able pupils enjoy being challenged to do harder work. Pupils in Years 5 and 6 relish
finding the most relevant and fastest time to solve increasingly difficult number problems such
as ‘What is 39% of 400?’ in mathematics. Across the school, the most able pupils support others
in lessons. This requires them to explain clearly what the learning is about, which in turn helps
to clarify their own understanding.
 Progress in physical education is good. Pupils develop good levels of skill in a varied range of
sports and physical education activities, such as athletics and orienteering.
 Through learning about and discussing values, pupils have good knowledge and understanding
of, and respect for, different cultures, religions and beliefs.
 Gypsy Roma pupils make good progress overall to reach at least average levels. Some make
outstanding progress and do better than this to reach their potential.
 Pupils who are eligible for the pupil premium receive individual and small group support to
ensure that they make good progress across the school. Most reach the same levels as their
classmates by the end of Year 6. The school has successfully tackled a dip last year in the
proportion of pupils in this group making more than expected progress. A good number are
reaching above average levels again in reading, writing and mathematics this year.
 There has been increasing emphasis this year on pupils using accurate spelling, grammar and
punctuation and writing neatly. Although this is improving their writing skills in literacy lessons,
pupils do not yet write consistently with neatness and accuracy across different subjects.
The quality of teaching
is good
 Teaching is always at least good. Some is outstanding.
 The atmosphere in lessons is such that pupils are interested and engaged in learning activities
for much of the time. Pupils are confident to give opinions, to answer questions even if their
responses are wrong, and to ask questions if they are stuck or need further clarification about
what they are doing. Expected outcomes are shared with pupils so that they know precisely
what a good piece of work will look like.
 Teachers set tasks that are at the right level of difficulty for their pupils and build effectively on
previous learning and skills. They ask questions that enable them to check what pupils already
know and can do and then give additional challenge or support to keep the momentum of
learning going.
 Teaching assistants give good support to disabled pupils and those who have special educational
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
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needs, especially those who have a statement of special educational needs, to enable them to
be fully involved in learning in lessons. They repeat teachers’ questions to check that the pupils
have listened and understood, and help to ensure that they fully understand what is expected
when completing tasks.
 Small group and individual teaching successfully helps pupils build well on previous learning and
skills. Personalised support by adults and older pupils helps younger readers to practise their
reading skills and learn to talk about what is happening in stories. In mathematics, pupils
improve their ability to calculate quickly and to solve number problems confidently.
 Teachers check pupils’ written work closely. They give clear guidance in marking, praising pupils
when they have been successful and indicating what they need to do next to improve. While
many pupils make the necessary improvements in their writing and mathematics books, this is
not consistent in all year groups and in other subjects.
 Adults do not track children’s progress in Nursery in the same detail as in the Reception class
and across the rest of the school. As a result, the school is not clear enough about the precise
skills and understanding children are finding most difficult.
The behaviour and safety of pupils
are good
 Pupils’ behaviour is good. Pupils learn about ‘values’ throughout their time at the school. They
recognise that this helps them to remember how to get along with others and to think about
how their actions affect others’ feelings.
 Pupils learn the importance of leading healthy lives through a varied range of activities,
including numerous opportunities to take part in sport. They enjoy the weekly house sports
competitions and other activities that take place at lunchtimes and after school. Pupils who are
play leaders carry out an important role in organising activities at playtimes.
 The school’s work to keep pupils safe and secure is good. Pupils learn about numerous different
situations when they need to keep themselves safe at school and at other times. Pupils know
about the different kinds of bullying, are adamant that incidents rarely if ever happen but that if
they do, they are confident that they will be dealt with immediately.
 Attendance has improved significantly this year and is currently above average. Pupils go into
school quickly when asked so that lessons can start on time.
 Pupils have positive attitudes to learning. Attitudes are not outstanding because some pupils do
not always do the best work that they can in all subjects and with all teachers.
The leadership and management
are good
 The headteacher, in close partnership with staff and the governing body, has successfully raised
expectations and aspirations for pupils’ success and so raised the school’s profile in the local
community. It is now recognised as a good school and has become many parents’ first choice
for their children’s education. All parents who spoke to inspectors and nearly all who responded
to the online questionnaire are positive about the school and would recommend it to others.
 As part of her role as a national leader of education, the headteacher has given effective
support to another local school to help it secure good improvement to pupils’ learning. The
schools work closely together to share good practice and to increase the proportion of good and
outstanding teaching across both schools.
 The planning and delivery of subjects and topics help to ensure good progress and promote
pupils’ good spiritual, moral, social and cultural development. Care is taken to ensure all pupils
are able to take part in all activities planned for their classes and year groups. Workshops for
the most able pupils enable them to extend their learning further outside school.
 The school has good procedures for checking all aspects of its performance. Information about
pupils’ progress is used to decide whether teachers have met the targets set for them as part of
performance management procedures and to make decisions about whether to award a pay
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
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increase.
Staff responsible for leading subjects have an accurate view of progress and the quality of
teaching across the school. Similarly, those responsible for the learning of disabled pupils and
those who have special educational needs work effectively in making sure that these pupils are
supported well. These leaders frequently meet with teachers and teaching assistants to check
progress in pupils’ books and to plan actions and training to make further improvements to
teaching and learning.
The local authority has given the school good support in improving the quality of teaching.
Consultants for literacy and mathematics have provided effective staff training in checking
progress and planning successful learning.
The additional funding for sport pays for a qualified coach to deliver the teaching of skills in a
wide range of sports, including tennis and cricket. Pupils enjoy taking part in many additional
clubs and fixtures as a result of this addition to staffing.
The governance of the school:
The governing body has played a full and relevant role in supporting the school in its drive for
improvement. Governors’ understanding of pupil progress information helps them ask
challenging questions when actions have not always gone to plan. Individual members bring
different skills and expertise which have been used effectively to ensure statutory requirements,
including those related to safeguarding, are met. The ‘concern, cause and countermeasure’
report produced for every governing body meeting helps all governors to review the school’s
performance and evaluate whether the quality of teaching and the resources are making the
planned difference to pupils’ progress. They have a clear awareness of the quality of teaching
across the school and understand how the school’s performance compares to that of others.
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
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What inspection judgements mean
School
Grade
Judgement
Description
Grade 1
Outstanding
An outstanding school is highly effective in delivering outcomes
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
Grade 2
Good
A good school is effective in delivering outcomes that provide well
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
Grade 3
Requires
improvement
A school that requires improvement is not yet a good school, but it
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
Grade 4
Inadequate
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
A school that requires special measures is one where the school is
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
Inspection report: Tower Hill Community Primary School, 7–8 May 2014
School details
Unique reference number
123019
Local authority
Oxfordshire
Inspection number
442473
This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of school
Primary
School category
Community
Age range of pupils
3–11
Gender of pupils
Mixed
Number of pupils on the school roll
205
Appropriate authority
The governing body
Chair
Liam Walsh
Headteacher
Tracey Smith
Date of previous school inspection
2–3 March 2010
Telephone number
01993 702599
Fax number
01993 772899
Email address
[email protected]
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